IMAGE  EVALUATION 
TEST  TARGET  (MT-3) 


4  ** 


A 


(A 


1.0    [fi^l 


I.I 


1.25 


125 


22 


•^  m 

£:   lifi    12.0 


1.4 


1.6 


^^. 


^^. 


'/ 


CIHM/ICMH 

Microfiche 

Series. 


CIHM/ICMH 
Collection  de 
microfiches. 


Canadian  Institute  for  Historical  Microreproductions  Institut  Canadian  de  microreproductions  historiques 


1980 


Technicat  and  Bibliographic  Notot/Notas  tachniquas  at  bibliographiquat 


Tha  Inatituta  hat  attamptad  to  obtain  tha  baat 
original  copy  availabia  for  filming.  Faaturas  of  thla 
copy  which  may  ba  bibliographically  uniqua, 
which  may  altar  any  of  tha  imagat  in  tha 
raproduction.  or  which  may  significantly  change 
tha  uaual  mathod  of  filming,  ara  chackad  balow. 


□ 


D 


D 


D 


Colourad  covara/ 
Couvartura  da  coulaur 


|~n    Covars  damagad/ 


Couvartura  andommagte 

Covars  rastored  and/or  laminatad/ 
Couvartura  restaur^  at/ou  palliculAa 


□    Cover  titia  missing/ 
r.a 


titra  da  couvartura  manqua 

lourad  maps/ 
Cartes  gAographiques  en  couleur 

Coloured  ink  (i.e.  other  than  blue 

Encre  de  couleur  (i.e.  autre  que  bleue  ou  noire) 


r~~|    Coloured  maps/ 

I      I    Coloured  ink  (i.e.  other  than  blue  or  black)/ 


□    Coloured  plates  and/or  illustrations/ 
Planches  et/ou  illustrations  en  couleur 

r~71    Bound  with  other  material/ 
LZJ    RaliA  avac  d'autres  documents 


n 


Tight  binding  may  cause  shadows  or  distortion 
along  interior  margin/ 

La  reliure  serr6e  peut  causer  de  I'ombre  ou  de  la 
distortion  la  long  de  la  marge  intArieure 

Blank  leaves  added  during  restoration  may 
appear  within  the  text.  Whenever  possible,  these 
have  been  omitted  from  filming/ 
II  se  peut  que  certaines  pages  blanches  aJou*tes 
lors  d'une  restauration  apparaissent  dans  la  taxte, 
mais,  lorsque  cela  Atait  possible,  ces  pages  n'ont 
pas  At*  filmAes. 

Additional  comments:/ 
Commentairas  supplirrentaires; 


L'Institut  a  microfilm*  la  mailleur  exemplaira 
qu'il  lui  a  At*  possible  de  se  procurer.  Les  details 
da  cet  exemplaira  qui  sont  paut-Atre  uniques  du 
point  de  vue  bibliographiqua,  qui  penvent  modifier 
une  image  reprodulte,  ou  qui  peuvent  exiger  une 
modification  dans  la  mAthode  normale  de  filmage 
aont  indiquAs  cl-dassous. 


I     I   Coloured  pages/ 


D 


Pages  de  couleur 

Pages  damaged/ 
Pages  endommagAes 

Pages  restored  and/oi 

Pages  restaurAes  et/ou  pelliculAes 

Pages  discoloured,  stained  or  foxet 
Pages  dAcolorAes,  tachetAes  ou  piquAes 

Pages  detached/ 
Pages  dAtachAes 

Showthroughy 
Transparence 

Quality  of  prir 

QualitA  inAgale  da  I'impression 

includes  supplementary  msterii 
Comprend  du  matArial  supplAmentaire 

Only  edition  available/ 
Seule  Adition  disponible 


I  I  Pages  damaged/ 

I  I  Pages  restored  and/or  laminated/ 

r~y|  Pages  discoloured,  stained  or  foxed/ 

I  I  Pages  detached/ 

I  1  Showthrough/ 

I  I  Quality  of  print  varies/ 

I  I  includes  supplementary  msterial/ 

I  I  Only  edition  available/ 


Pages  wholly  or  partially  obscured  by  errata 
slips,  tissues,  etc.,  have  been  refilmed  to 
ensure  the  best  possible  image/ 
Les  pages  totalement  ou  partieliement 
obscurcies  par  un  fauillet  d'errata.  une  pelure. 
etc.,  ont  AtA  filmAes  A  nouveau  de  fapon  A 
obtanir  la  meilleure  image  possible. 


T 
t( 


T 

P 
o 

fi 


C 
b 
tl 

si 
o 
fi 
si 
o 


Tl 
si 

Tl 

M 
di 
ei 
b< 
H< 
re 
m 


El 


This  item  is  filmev-f  at  the  reduction  ratio  checked  below/ 

Ce  document  eat  filmA  au  taux  de  rAduction  indiquA  ci-deasous. 

10X  14X  18X  22X 


nr 


26X 


30X 


12X 


16X 


20X 


a4X 


28X 


32X 


The  copy  filmed  here  has  been  reproduced  thanks 
to  the  generosity  of: 

Saint  John  Regional  Library 


L'exemplaire  filmA  fut  reproduit  grAce  A  la 
g^nArosit*  de: 

Saint  John  Ragional  Library 


The  images  appearing  here  are  the  best  quality 
possible  considering  the  condition  and  legibility 
of  the  original  copy  and  in  keeping  with  the 
filming  contract  specifications. 


Original  copies  in  printed  paper  covers  are  filmed 
beginning  with  the  front  cover  and  ending  on 
the  last  page  with  a  printed  or  illustrated  impres- 
sion, or  the  back  cover  when  appropriate.  All 
other  original  copies  are  filmeri  beginning  on  the 
first  page  with  a  printed  or  illustrated  impres- 
sion, and  ending  on  the  last  page  with  a  printed 
or  illustrated  impression. 


The  last  recorded  frame  on  each  microfiche 
shall  contain  the  symbol  — ^  (meaning  "CON- 
TINUED"), or  the  symbol  V  (meaning  "END"), 
whichever  applies. 

Maps,  plates,  charts,  etc.,  may  be  filmed  at 
different  reduction  ratios.  Those  too  large  to  be 
entirely  included  in  one  exposure  are  filmed 
beginning  in  the  upper  left  hand  corner,  left  to 
right  and  top  to  bottom,  as  many  frames  as 
require'J.  The  following  diagrams  illustrate  the 
method: 


Les  images  suivantes  ont  iti  reproduites  avec  le 
plus  grand  soin,  compte  tenu  de  la  condition  at 
de  la  nettet6  de  l'exemplaire  film«,  et  en 
conformity  avec  les  conditions  du  contrat  de 
filmage. 

Les  exemplaires  originaux  dont  la  couverture  en 
papier  est  imprimis  sont  film6s  en  commenpant 
par  le  premier  plat  et  en  terminant  soit  par  la 
derniire  page  qui  comporte  une  empreinte 
d'impression  ou  d'illustration,  soit  par  le  second 
plat,  salon  le  cas.  Tous  les  autres  exemplaires 
originaux  sont  film6s  en  commenqant  par  la 
premiere  page  qui  cc.T.porte  une  empreinte 
d'impression  ou  d'illustration  et  en  terminant  par 
la  derniAre  page  qui  comporte  une  telle 
ampreinte. 

Un  des  symboles  suivants  apparaTtra  sur  la 
derniire  image  de  cheque  microfiche,  selon  le 
cas:  le  symbols  — ^  signifie  'A  SUIVRE",  le 
symbole  V  signifie  "FIN  ". 

Les  cortes,  planches,  tableaux,  etc.,  peuvent  dtre 
filmis  A  des  taux  de  reduction  diffArents. 
Lorsque  le  document  est  trop  grand  pour  dtre 
reproduit  en  un  seul  clichA,  il  est  filmA  A  partir 
de  I'angle  supArieur  gauche,  de  gauche  A  droite, 
et  de  haut  en  bas,  en  prenant  le  nombre 
d'imagos  nAcessaire.  Les  diagramrnes  suivants 
illustrent  la  mAthode. 


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2 

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5 

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Prof.   HERBERT   C.    CREED 


Boston,  Mass. 
Reprinted  from  Joutftal  of  Education       '' 
1893 


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VOLAriK   IN   TllK  SCHOOLS. 


\a 


The  future  of  Volapiik  h  a  question  of  no  small 
importance  to  the  world ;  and  if  it  is  to  have  a  practical 
future,  it  must  reach  the  coming  generation  largely 
through  the  schools.  Not  that  it  has  failed  thus  far  of 
important  recognition,  for  some  day  peoj)le  will  awake  to 
the  knowledge  that  Vulapiik  is  a  spoken  language  in 
actual  use,  and  a  written  language,  extensively  employed 
for  a  variety  of  purposes. 

Comparatively  few  appear  yet  to  know  that  we  have 
not  only  a  thoroughly  systematic  gramma^,  but  a  com- 
plete yet  expansible  vocabulary.  Few  are  aware  that  we 
have  in  Volapiik  poems  like  "  In  Fl-Jatifn,"  dramas  like 
"  Wilhelm  Tell,"  political  literature  like  ''  GMonadokiirn 
de  Peb^tdfg,''  sacred  literature  like  Fiikeds  de  Salomon" 
scientific  articles  in  considerable  variety,  humorous  and 
comic  publications  like ."  Cogabled"  There  i«  one  single 
work,  an  examination  of  which  should  convince  any  intel- 
ligent person  that  this  new  tongue  has  come  to  stay-  I 
refer  to  the  handsome  volume  of  oriental  travel  by  the 
lamented  Crown  Piince  Rudolph  of  Austro-Ilungary, 
translated  into  Vulapilk  by  Dr.  Siegfried  Lederer,  under 
the  title  of  '' Lefildanatav:' 

L<;t  me  ask.  What  shall  be  taught  in  our  schools  ? 
The  answer  will  depend  upon  our  view  of  the  aim  and 
purpose  of  a  school.     It  will  be  generally  agreed,  per- 


C4) 


I    (^ 


baps,  that  a  school  exists  in  order  to  give  to  the  youth 

(1)  training  or  culture, — moral,  icUhetic,  mental,  phys- 
ical, and  we  may  add   ocular,  auricular,  and  manual ; 

(2)  as  a  result  of  this  training,  (a)  ri'jht  habits  and  (b) 
skill ;  (3)  partly  as  a  result  and  partly  as  a  means  of  euch 
training,  knowledge  (a)  of  things  practically  useful,  (i) 
of  things  entertaining,  (c)  of  things  edifying  and  stiinu* 
lating.  The  work  of  imparting  inforraalion,  too  com- 
monly regarded  as  the  prime  object  of  the  teacher,  is,  in 
the  view  of  the  latter,  if  he  understands  his  business, 
rather  a  means  of  cultivating  the  mental  powers  of  the 
pupil. 

In  the  case  of  certain  subjects,  however,  the  practical 
value  of  the  knowledge  rises  above  the  disciplinary  value 
of  the  study.  Such  are  reading,  writing,  arithmetic,  and 
the  proper  use  of  the  mother  tongue.  To  these  may  be 
added,  in  some  instances,  one  or  more  languages  of  which 
the  student  expects  to  make  actual  use, — say  French  or 
German,  or  Spanish  or  Greek.  Of  the  several  depart- 
ments of  study  ^e  must  accord  a  foremost  place  to  lan- 
guage, by  whit  is  here  meant  the  whole  matter  of  verbal 
expression,  oral  and  written.  It  is  largely  by  one's  lan- 
guage that  he  is  judged.  A  man  who  writes  or  speaks 
well  is  esteemed  an  able  man,  though  possibly  much 
inferior  in  ability  to  another  who  has  no  gift  of  speech. 
The  former  is  sure  to  make  his  maik.  On  the  other 
band,  the  bungler  in  speaking  and  writing  is  at  a  disad- 
vantage, however  brilliant  his  talents  in  other  directions. 
But  it  is  surely  needless  here  to  urge  the  claims  of  lan- 
guage f>tudy,  so  long,  at  least,  as  one  confines  himself  to 
our  native  English.  It  will  be  admitted  by  all  that  the 
mother  tongue  is  chief  among  the  subjects  of  study. 

I  argue  for  the  study  of  Volapilk  in  school, — 


\L,t 


(  5  ) 

First,  As  a  mcann  of  learyiing  Rnglish  more  perfectly. 
In  order  to  know  precisely  what  a  thing  is,  we  must  know 
what  it  is  not.  To  get  at  the  exact  significance  of  a  word, 
we  must  perceive  what  it  excludes  as  well  as  what  it 
includes.  It  is  not  sufficient  to  learn  the  definition  of  a 
geometrical  term.  You  will  not  have  a  clear  conception 
of  its  meaning  till  you  have  considered  not  only  what 
doe9,  but  also  what  does  not,  come  within  its  scope. 
Comparison  is  an  almost  indispensable  means  of  gaining 
a  true  knowledge  of  anything.  This  holds  t^ue  of  a  lan- 
guage. One  cannot  fully  know  one's  mother  tongue  until 
he  beconus  ac([uainted  with  at  least  one  other  tongue, 
with  which  he  may  compare  its  structure  and  methods. 
Any  one  who  understands  French  or  German  or  Latin 
well,  can  testify  that  he  knows  English  the  better  for  it ; 
and  herein  lies  one  of  the  reasons  for  teaching  these  Ian* 
guages  in  the  schools.  Latin  and  Greek  are  of  very  little 
benefit  to  the  majority  of  those  who  study  them,  so  far  as 
the  knowledge  of  the  Litin  and  Greek  themselves  is  con- 
cerned.  The  value  is  found  chiefly  in  the  special  forms  • 
of  mental  exercise  and  culture  afforded  by  their  study, 
and  the  aid  they  give  to  the  study  of  our  native  speech. 

But  the  time  and  energy  consumed  in  acquiring  an  ad- 
equate knowledge  of  Latin  or  Greek  is  in  these  days  gen- 
erally considered  disproportionate  to  the  benefits  derived. 
This  is  largely  due  to  the  great  diffiRulty  of  the  grammat- 
ical and  syntactical  construction  of  these  languages.  Now 
substitute  for  Latin  a  speech  that  can  be  acquired  in  a 
few  months  of  study  with  comparative  ease,  and  the  gain 
is  manifest  There  is  not  only  a  great  saving  of  time 
and  mental  energy,  but  the  process  of  learning,  instead  of 
being  an  irksome  drudgery,  becomes  a  source  of  pleasure. 
VolapUk  will  be  found  to  meet  the  requirements  in  an 


I 


eiDinent  degree.  From  the  wonderful  siniplicity  and 
reguiaiity  of  its  system  of  inflections,  the  grammar  may 
be  mai-tered  in  an  exceedingly  short  time  ;  and  the  vocab- 
ulary is  learned  far  more  eaiiily  than  that  of  the  Latin  or 
Greek  or  German. 

But  few  boys  and  girls,  comparatively,  study  these  lan- 
guages ;  etill  fewer  attain  facility  in  reading  and  writing, 
to  say  nothing  of  speaking  them.  There  is  but  little  time 
in  school  for  any  one  subject,  such  is  the  multiplicity  of 
branches  taught.  Many  pupils  leave  school  before  they 
have  had  time  to  go  beyond  the  rudiments  of  a  natural 
language.  Fron)  these  and  other  causes,  there  is  geldom 
any  grep.t  enthusiasm  in  the  study. 

Substitute  Volapiik  as  the  language  to  be  learned  next 
after  the  mother  tongue,  and  very  soon  all  this  will  be 
changed.  It  will  become  known  how  easy  and  pleasant 
the  study  U,  and  in  time  the  majority  of  the  pupils  will 
desire  to  take  up  this  branch.  They  will  begin  early, 
and  obtain  a  thorough  knowledge  of  the  language  before 
leaving  school.  Having  in  view  merely  the  general  ben- 
efits of  knowing  a  language  other  than  one's  own,  a 
strong  case  can  be  made  out  in  favor  of  introducing  the 
international  speech  Moreover,  Volapiik  has  one  of  the 
advantages  possessed  by  the  much  more  difficult  Latin 
and  Greek  as  compared  with  French  or  even  Geiman  as 
a  study, — it  is  more  strictly  inflection^,  affording  a 
marked  contrast  to  our  English,  in  vhich  prepositions 
and  auxiliary  words  are  so  much  more  largely  employed 
Canon  Farrar  in  his  work  on  Families  of  Speech,  sjieak- 
ing  of  Greek  as  compared  wilh  other  languages  of  the 
Aryan  stock,  says  :  "  It  has  preserved  with  extraordinary 
fidelity  ....  the  most  delicate  refinements  of  verbal 
inflection ;  and  whilo  maintaining  a  perfect  mastery  over 


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i  7  ) 

the  power  of  compounding  words,  it  has  hept  this  synthe- 
819  from  degenerating,  as  it  does  in  Sanskrit,  into  immeas- 
urable polysyllables."  These  words,  with  slight  modi- 
fication/, may,  in  my  judgment,  be  truly  applied  to 
Volapilk. 

My  second  point  is  that  the  acquisition  of  a  systemat- 
ically constructed  language,  which  Volapilk  is,  i/  an  ex-  f  ^{^ 
cellent  preparation  for  the  study  of  any  of  the  historically 
and  accidentally  developed  languages  of  the  nations. 
Some  persons  will  say  that  if  they  are  to  study  or  to 
teach  a  language,  they  prefer  to  select  one  that  will  be  of 
some  service  in  reading  foreign  literature,  or  in  foreign 
travel,  or  in  correspondence  with  foreign  countries,  rather 
than  this  new  one,  which  is  nowhere,  so  far  as  they  know, 
in  actual  use.  But  even  gra'iting  that.  Volapiik  was  not 
a  living  tongue,  which  is  not  true,  it  is  possible  that  to 
learn  it  before  any  other  language  may  effect  a  saving  of 
time.  Each  language  learned  is  a  great  aid  to  the  ac([uire- 
ment  of  others.  If  six  months  devoted  to  Volapiik  will 
save  but  a  part  of  the  years  to  be  devoted  to  German  or 
Latin,  there  will  be  in  it  no  small  economy,  seeing  that 
two  languages  will  be  learned  instead  of  one.  Each  will 
be  known  more  perfectly  on  account  of  the  comparisons 
and  contrasts  made,  whether  consciously  or  unconsciously, 
and  the  study  of  languages  will  probably  be  rendered 
more  agreeable  to  the  student. 

To  discuss  the  practical  uses  of  our  international  lan- 
guage, I  may  well  leave  to  others.  Some  of  these  are  so 
obvious  as  to  require  no  argument.  All  that  may  be  said 
on  this  point  will  weigh,  of  course,  in  placing  Volapilk 
upon  the  curriculum  of  the  public  schools.  Somewhat 
has  already  been  done  in  this  direction,  as,  for  example, 
in  some  of  the  schools  of   France,  if   I    am   correctly 


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(8) 

informed,  and  in  the  evening  high  school  of  the  city  of 
Boston.  The  work  is  sore  to  progress  if  wisely  promoted. 
It  is  a  truistn  to  say  that  one  of  the  best  features  of 
VolapUk  is  its  world  ufideness,  its  broa«lrioss,  its  versa- 
tility,  its  catholicity.  Originating  in  Germany,  it  has  its 
central  aathority  in  Paris.  Devised  hy  a  Roman  Cath- 
olic, Protestants  are  among  its  most  enthusiastic  sup- 
porters. Engaged  in  its  promotion,  Frenchmen  and 
Germans  forget  Sedan,  ft  knows  no  Rome  and  no 
Geneva,  no  monarchy  and  no  democracy.  The  American 
citizen  and  the  "  Heathen  Chinee,"  the  orthodoivski  Rus- 
sian, and  the  harem-scare  em  Turk,  the  Monroe  doctrine 
Yankee,  and  thb  "Imperial  Federation  "  KanucI:,  are 
all  bound  together  by  the  bonds  of  a  common  interest  in 
the  universal  speech. 


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